The IZeF currently oversees more than 30 projects from the field of empirical teacher and teaching research, which are organised according to thematic working groups (AGs). The working groups comprise three to nine projects. A detailed description of the projects can be found in our two-year report. Below is a brief description of each project.
Over the past ten years, the competencies of teachers have become increasingly important in empirical educational research. The working group focuses on two areas: (1) Projects that essentially focus on conceptualisations for the professional competence of teachers, thereby developing competence models and, based on this, aiming at a measurement with the help of diagnostic procedures. (2) Furthermore, some of the projects also examine assumptions about the effectiveness of teacher education using approaches from competence measurement or they analyse the significance of teacher education competences for the quality of their teaching and the learning on behalf of pupils.
The Language Education working group focuses in particular on facets of the professional knowledge of prospective teachers in the field of language and linguistics. The current projects relate specifically to the knowledge of teachers of German and English as a foreign language. The results of the projects open up important perspectives for the initial training of German and English teachers at universities, for the organisation of the practical teacher training semester and for the second phase of teacher training.
The restructuring of the German school system in the course of the implementation of inclusion has led to changed responsibilities on the part of teachers, which particularly affect the increasing integration of general and special needs pedagogical expertise. Since not all teachers are equally prepared for coping with these tasks, this readjustment results in a need for professionalisation with respect to inclusive education, which ideally begins already in the first training phase. The projects of this working group deal with current needs and requirements within the framework of state and/or district, school-related or university-wide ventures.
Continuous technological developments and dynamically changing media (offerings) as well as the associated changes in instructive and specialist approaches to teaching and learning are increasingly shaping the design of teacher education. The working group Media and Digitalization takes a holistic, interdisciplinary perspective with respect to media in the context of teacher education and aims at the integration of three core areas: Teaching, learning and testing.